The study aimed to assess the perceived level of school heads communication and leadership styles, as well as the extent of school culture, among teachers in public secondary schools in Majayjay, Laguna. The research utilized a quantitative approach to gather and analyze data from 41 teachers. The purpose of this study is to seek the answers to the following questions: 1) What is the level of school heads communication styles as perceived by the teachers 2) What is the level of school heads leadership styles as perceived by the 3) What is the extent of school culture with regards to collaborative leadership, collegial support, and unity of Purpose? 4) The school heads communication styles have significant relationship to the school culture? 5) The school heads leadership styles have significant relationship to the school culture? 6) What strategic plan for interpersonal improvement can be proposed after having a result in this study? This study employed a quantitative research design, utilizing a researcher-made survey questionnaire to gather data from 41 teachers in public secondary schools in Majayjay, Laguna. The questionnaire was designed to assess the perceived level of school heads communication and leadership styles, as well as the extent of school culture. Data analysis included descriptive statistics to determine perceived levels and inferential statistics, such as correlation analysis, to examine relationships between communication and leadership styles with school culture. The study aimed to answer specific research questions regarding communication styles, leadership styles, school culture, and their relationships. Findings revealed that school heads were perceived to have a high level of assertive communication style, characterized by leading school conversations, advocating for school rights, and respecting teachers dignity. However, there were mixed perceptions regarding aggressive communication styles, with teachers generally disagreeing with behaviors like using threats or displaying anger. School heads were perceived to be highly open in communication, valuing the ability to talk freely and express themselves, as well as inclusive, involving teachers in decision-making and valuing their opinions. Regarding leadership styles, school heads were perceived to display transformational leadership qualities, providing clear direction and enabling innovative thinking. Delegative leadership was also recognized, with school heads giving teachers freedom to solve problems independently. However, there were challenges with authoritative leadership, as some teachers felt that school heads did not trust teachers and believed that they were lazy. Transactional leadership was perceived positively, with school heads being satisfied when others meet agreed-upon standards. The study also explored the relationship between school heads communication and leadership styles with school culture. Findings indicated a significant positive relationship, suggesting that positive and inclusive communication styles among school heads were correlated with a supportive school culture. The study underscores the importance of active leadership that values teachers perspectives, encourages collaboration, and maintains a positive and supportive educational environment. Based on these findings, recommendations are made to improve school culture, including implementing leadership training programs, promoting open communication, fostering a collaborative environment, and providing professional growth opportunities for teachers. These recommendations aim to enhance school culture and create a more positive and effective educational atmosphere in public secondary schools in Majayjay, Laguna.  

leadership styles;

school culture

school heads